Show pictures of people comforting or showing empathy on G-Slide. Try to elicit: sympathy. Questions to us: What is happening in these pictures? What emotion do these pictures have in common? Do the people seem sad or happy? Does the other person feel sad with them? So when we understand someone's problem and feel sad with them do we show sympathy? Is sympathy about your own problems or others problems? "We're going to be listening to some conversations where people have a problem and need sympathy"

Listening 1: Show them a G-Slide with audios, questions, and contextual visuals. "We're going to listen to 3 different conversations. While you're listening answer these questions: 1. What is person's problem in each conversation? 2. Is the listener sympathetic, or not very sympathetic? "Write your answers in the chat box but wait to send them. After you listen to the audio you'll compare your answers for 1 minute and then send them in the chat box." Demo: So first we're going to listen and write down the answers. Are we answering these questions for all 3 conversations or just the first conversation? (all 3) Then we're going to compare answers with our classmates. So I might say: on number 1 I think his problem was his car breaking down. Do you agree? Do we send our answers before or after you talk with your classmates? (after) Listen. "Ok, go ahead and compare your answers." Give them 1-2 minutes to compare. "Go ahead and send your answers in the chat box" Elicit their answers and conduct OCFB briefly. Answer Key: 1. Problem: stuck in traffic 2. A little sympathetic. 3. Cat is lost. 4. Not sympathetic. 5. Lost their job. 6. very sympathetic. Listening 2: "We're going to listen a second time. While you listen we're going to fill in the blanks with the missing words. We will do this in pairs so _____ and _______ will work together on slide __. (Write their names on the slide they are working on.) Send the link in the chat. When we are listening are we finding the main idea or listening for the exact missing words? (the exact missing words) Demo: "We're going to do one example." Play the first audio and pause it when the speakers says: 'Oh dear, how annoying.' "What was the missing word?" (annoying) Model writing it in the blank on the slide. Play the rest of the audios. "Please compare your answers with your classmates." OCFB. Answer Key:

Meaning: "Next we're going to sort the phrases into which are more sympathetic and which are less sympathetic. So for example, 'you must be really worried', is that really sympathetic or not as sympathetic? (really sympathetic) (T drags it into correct column) "I want ______ and _______ to work together on slide __" Write Ss names on slide. Give about 1.5 minutes. OCFB. CCQs: If someone says never mind do they think the problem is important? (no) Do they think the person should worry about it? (no) Can we say the less sympathetic ones when something really really sad happens (a person’s pet dies) or only when it is something smaller (bad traffic, burnt food)? (only something smaller) If someone is really frustrated or sad do they want to hear these (referring to the left column)? (no) If I say, I'm here for you, am I offering emotional support or am I physically with you? (emotional support) Form: Now we're going to talk about which phrases are imperatives. Is an imperative usually advice or suggestions like: you should eat, or is it a question: are you going to eat? (advice) So imperatives are usually advice or commands. Which of these phrases are imperatives? (calm down, never mind, try not to worry about it) Pronunciation: "Now we're going to practice the pronunciation. When I say this sentence I want you to tell me which is falling tone and which is rising tone." T says "there's no point in getting upset about it" once with rising frustrated tone and once with falling gentle tone Elicit from Ss which is falling tone and which is rising tone. T drag up and down arrow to illustrate. "Which one sounds more sympathetic? When it has falling tone or rising tone?" (falling tone) Drill individually once with falling tone and once with rising tone. Drill "I'm so sorry to hear that" with falling tone individually.

"Now we're going to practice using these phrases in conversation in BORS." --Assign Ss in pairs. Write down the pairings. "As a pair, talk together and choose a scenario and whether you will be person A or B." ---Give Ss a minute to choose. Send a screenshot of the scenarios and TL in the chat. Elicit from Ss which scenario they chose. "After you have finished acting it out choose a new scenario. If you were person A the first time you will be person B the second time. Keep doing more scenarios until the time is up. ICQs: Will you just act out 1 scenario and then wait for the time to be over or will you keep doing new scenarios until the time is over? (keep doing new scenarios) Should you use the target language we learned in your conversations? (yes) Send Ss to BORs. Turn off camera and observe unobtrusively.

T conducts OCFB following up on the speaking task. T also conducts DEC: - Write good languages, and words/phrases which need improvements on whiteboard. - Share the screen and get learners to find out which ones are good and which ones need improvements. T get learners to correct the latter ones.